فضاء تنسيقي خاص بمادة الانجليزية .

[bounab samir]

Concerning your requests ,for the MS4 you have to start with the Assessment Entry Test ( it's an official test fro the ministry , you will find a sample in the MS4 teacher's book or here on this forum's page , just print it , give it to your learners the first hour you meet them , you correct it ,and you make an official report about the results and you report it to your headmaster , then after having corrected the papers you will a wide idea about the level of your learners , so you remediate ( repair what's going wrong) then you give them more tasks in order to remediate this is called ( consolidation) and this is what you find in the ministry's official planning of the MS4 level , you have three weeks for ( assessment - remediation - consolidation ) you are not going to stay 3 weeks , now 1 week is left so it's high time you started with that test .
For the MS2 level just have a look at the MS1 yearly planning and the learning objectives ( functions & Grammar) they have dealt with last year , and try to make a short revision on that .
concerning the program you can start with the MS4 just after you deal with the Entry assessment test and the MS2 too , but for this level you h

[bounab samir]

Well concerning the CAPEM , be sure it's a normal exam , nothing special , if you are working for the sake of your learners so each day is a capem , don't care about the comission nor the inspector they are there to see you how to teach and how you care about Algerian learners , this is what every one should bear in mind , you are not there to please the inspector nor the commission.
So what I can advise you is
1- never be absent ( a teacher who is always late or absent does not deserve to be a teacher )
2- your daily documents should be updated , ( lesson plan , yearly planning , log book , mark book , pupils copy books ...)
your lessons should be planned to serve the principles of the CBA and learners teaching method.Set a column on your log book OBSERVATION one where you report daily remarks about the lesson performed and after each seance ask yourself those questions :
- What were my objectives for this lesson and did I reach them ?
- What is the relation or the link of all what I performed with CBA ?
- If I have to re-teach that lesson ; what shall I add , delete , consolidate ?

Be sure that all those question the inspector will ask them to you the day of the CAPEM .

3- the most important is that you should be aware about your role and the learners' one also why are we teaching English to Algerian learners ? You will find all the answers to those question in the ( program and document d'accopagnement booklets in your schools)
4- the use of the board ( hand writing )
5- Use of visual aids or what is called nowadays VAKT + Pronunciation
6- Cahier de formation ( meetings and seminars )
7- Coordination
8- Take care about the advice that your inspector gives you during meetings and seminars and also he or she must pay you a visit before the CAPEM and he or she will make a report , so you have to take into account the remarks of that report .
9- During the debate use the "cahier de formation " and report all the remarks that the commission will make . Try if possible to answer and express yourself without influencing the members of the commission or the inspector
10- You will be asked questions about legislation like ( if you can join me by email I will send you a book about that at : yellowdaffodil66 at gmail dot com)
Those are some pieces of advice that teachers should take into account not only for their CAPEMS but in their daily work
Good Luck

[bounab samir]

There are not many methods that you are requested to apply just one LEARNER CENTERED TEACHING METHOD and the approach is COMPETENCY BASED APPROACH.
Concerning the books we are not supposed to teach the books otherwise you will be teaching CBA and not CBA , the first CBA is ******* Based Approach however we are asked to apply the second one CBA = Competency Based Approach , so DO NOT TEACH the BOOK Teach ABOUT the BOOK = the program and the syllabus .
Concerning how to proceed and according to the teacher's guide of the MS4 level :
1- you start your file with a discussion with your learners , you present the file and what they will see in it ( normally with this level the teachers start with the assessment entry test - an official test in the MS4 teacher's guide-
2- the first page of the file is entitled "Food for thought" so here you invite your learners to open their books have a look at the flash cards or photos and try to INTERPRET or GUESS what do they talk about , which will make DIRECT link to the next and first teaching skill LISTEN AND CONSIDER , so here there what is entitled "Before you Listen " or what we call in the newest of the teaching methods PPU and PDP " Pre-listening " , so here too you have a photo or task or anything that will lead you to the next stage "AS you listen " = During Listening so here the learners are invited to listen ( books shut) and try to INTERPRET your reading of the script and DO a written task ( they will listen to answer an activity not just for listening ) later they are asked to correct ...
the next stage which is the "after listening " here the learners have to come to a DEDUCTION about the NEW grammar item ( this is left for the next hour ) and it's better to apply it Using the PIASP method where the learners interact - interpret and deduce the grammatical rule by themselves ( of course with a well prepared detailed PIASP and Using MInd Mapping)
once this done the learners need to PRACTICE ( written ) through 3 Types of Tasks { 1- Based form task / 2- Meaning based task & 3- Communicative based task)
3- the same pattern for the other teaching skills " Read & write "
4 _ DO not care too much about the time you are not asked to teach the page of the book that contains Listen and consider in one seance you have objectives and a general aim to reach that's why you have to set a guided sheet for each lesson where you mention al your learning objectives and final AIM.
5 - be sure if you are not absent and not late , you will be in time because every seance is counted
6- It's the same thing and same methodology for all the levels , just since 2008 we are trying to focus on what the americans did here between 2006 and 2008 ( PPu and PDP lesson plans and Teaching with the ATF & AEF competencies) which serve better and quicker our manuals and program and very practical and achievable for our learners.
The most important thing is while teaching any stage of any lesson , your learners must " INTERACT - INTERPRET & PRODUCE"
7- concerning your request about the teacher's guide here is the direct link for the MS2 one :
it's on page 4 of this forum's page done by our great teacher Mr.Feddag

[bounab samir]

well concerning the copy books it's great to deal with them from from the beginning of the school year
how to deal with them depends on the level of your learners ,if your learners master well English or French you can from the beginning of the year train them on some abbreviations where they will be able to correct themselves ( auto-correction)
for example :
- gr -> grammer
- spl -> spelling
- punct -> punctuation

and so on.....

so While you correct the copy books you mention such abbreviation on the margin about the specific line where you notice the mistake ( underline it ) & your learner will look at the abbreviation and tries to correct it.

This is applied for excellent learners otherwise you correct the copy books regularly or try to move between the rows and have a look at your learners' copy books while they write down & advise them for any mistake they may produce
You can also while you correct , you mention the remark and talk to your learner about the mistakes he/ she made and next time try to see if your learners is progressing after the previous remark.

Good luck

[bounab samir]

Salam my friend
thanks for the question
concerning the Text Book or Log Book the teacher has to report on it what he has planned to teach to his learners

for example here is a sample of the MS4 level a PDP Reading lesson

4AM1 file One: Reading and writing
Function & grammar {learning objectives} : Describing seafood + locating( tag question+ prep)

pre-reading: activity 1p 33

while reading: Activity 2 + 3 p 33/34

post –reading : activity 4P34

swbat{ S= students / W= Will / B= be / A= able / T = to do...}: by the end of the lesson the pupils should be able to : talk about food and locate (using tag qqs-prepo)


N.B : The Observation Column must be filled everyday in order to enable the teacher Assess his teaching or
Nothing to declare ( if the lesson was successful) or If the lesson was postponed Because of any reason it should be mentioned here

Good Luck

[bounab samir]

Salam
Don't worry just focus on what they have seen the most important learning objectives and the ones they will see in MS2 level
you will tackle them in their time , and even if you have forgotten anything just mention it on your Log Book , you must set an Observation column where you mention how the lesson was and later while planning your lesson you must take into account what you have mentioned this is what we call FORMATIVE ASSESSMENT

for example if you forgot planning future activities (using the simple future tense ) so here don't worry you will tackle that in the next Files since our Manuals are set on what is called CYCLING LEARNING ( each time the learners recycle some of the learning objectives they saw in the previous Middle school levels)

Good Luck

[bounab samir]

Salam my friend
thanks for the question
concerning the Text Book or Log Book the teacher has to report on it what he has planned to teach to his learners

for example here is a sample of the MS4 level a PDP Reading lesson

4AM1 file One: Reading and writing
Function & grammar {learning objectives} : Describing seafood + locating( tag question+ prep)

pre-reading: activity 1p 33

while reading: Activity 2 + 3 p 33/34

post –reading : activity 4P34

swbat{ S= students / W= Will / B= be / A= able / T = to do...}: by the end of the lesson the pupils should be able to : talk about food and locate (using tag qqs-prepo)


N.B : The Observation Column must be filled everyday in order to enable the teacher Assess his teaching or
Nothing to declare ( if the lesson was successful) or If the lesson was postponed Because of any reason it should be mentioned here

Good Luck

[bounab samir]

Salam
Here is an important Topic which deals with the Way of Planning Tests and Exams since we'll soon deal with the First Term's Exams
I wanted to tackle this point to help the teachers plan their tests and exams and share our works for the sake of our learners
Testing :
1) Format BEM exam paper . < Text + 6 activities + Written Expression>
2)******* :
• Read the text then do the following activities ( must appear below the text- Compulsory)
• Part One : < 14 points>
• A/ Reading Comprehension (7points)
• B / Mastery of ******** ( 7 points)
• Part Two : Written Expression < Integrated Situation/ problem solving > ( 6 points)

3)Principles of Testing :
1. Format :
- Text < normal length >
Part 1 [ 6 activities]
Part 2 ( written Expression ) – Situation of Integration-

2. Scoring scales ⇒ Part 1 : Reading comprehension = 7 points
Mastery of ******** = 7 points

Part 2 : Written Expression = 6 points
4. Text :
- Authentic - meaningful
- Source ( No Text from Students’ books)
- Length < 12 to 15 lines > {Leave 1cm of margin from the left side & 1cm of margin from the right side }
- Neutral ( not hurting – ethnic – religious ……)
- Mistake free
- Clear ( not ambiguous )
- Interesting & motivating
- If adapted it must be coherent should not lose its meaning.
- Topic should not be remote from what you do in the syllabus < as close as you treat in the fourth level>

5. Activities :
I. Reading Comprehension:

- Clear and precise .
- Familiar to students .
- Related to what has been taught.
- Graded in difficulties .
- Conform to the BEM guide October 2007
- Coherent
- All the activities should lead to the written expression <integrated situation>
- No < reference questions > ( when – what – why –where……)
- Yes / No – True /false – table filling ….
- Auxiliary questions Task : for example, students are expected to give positive answer so they may manifest that as follows:
- Yes .
- Yes he did.
- Repeats the sentence.
- He did
- Do not test the same item twice
- True / False (the words in the Task must not appear in the text)
- Questions cover all the text.

Here at this stage : "Work on the ideas Not on the words"

- Lexis : 4 words in all the text
- The words spread all over the whole text.
- The words given must have at least “4” possible answers for each word.
- The words given in lexis should be re-invested “likely” in the written Expression”

B) Mastery of ********: All the activities should prepare students for the situation of integration

I. Activity 1 : Mechanic ( word formation / punctuation ….)
II. Activity 2 : Syntax
Not forbidden to give “2” activities of Syntax

III. Activity 3 : Pronunciation ( No silent letters task)

Part Two: Written Expression (situation of Integration)
- It must be:
1. Related Topically to the text .
2. Not taken from the text
3. Well worded
4. Well written
5. Contains “ topic – task – person addressed to”
6. Hints : must not be
- questions .
- nouns
- verbs
- prepositions

Example(hints): - Place ( abroad / Algeria….
- Time ( holidays…
- Stay ( how long / hotels…..)

7. The instruction must be : “ Write about :” ⇒No “ Use these hints”

8. Students are free to Not use the given hints

9. The ( corriger) must be conform to the BEM one.

10. Here is the way how to evaluate the "written expression" ( it should be tackled in class by the teachers in their daily works in order to make our learners believe that they can score at this Task"

for any inquiries or comment you are welcome.

Here is the link for "how to evaluate the written expression"

https://www.4shared.com/document/Qz4a...ntegrated.html



good luck

[bounab samir]

Happy New year full of joy and happiness

[bounab samir]

Well for the capem , although I have tackled this before
here are some pieces of advice


Well concerning the CAPEM , be sure it's a normal exam , nothing special , if you are working for the sake of your learners so each day is a capem , don't care about the comission nor the inspector they are there to see you how to teach and how you care about Algerian learners , this is what every one should bear in mind , you are not there to please the inspector nor the commission.
So what I can advise you is
1- never be absent ( a teacher who is always late or absent does not deserve to be a teacher )
2- your daily documents should be updated , ( lesson plan , yearly planning , log book , mark book , pupils copy books ...)
your lessons should be planned to serve the principles of the CBA and learners teaching method.Set a column on your log book OBSERVATION one where you report daily remarks about the lesson performed and after each seance ask yourself those questions :
- What were my objectives for this lesson and did I reach them ?
- What is the relation or the link of all what I performed with CBA ?
- If I have to re-teach that lesson ; what shall I add , delete , consolidate ?

Be sure that all those questions the inspector will ask them to you the day of the CAPEM .

3- the most important is that you should be aware about your role and the learners' one also why are we teaching English to Algerian learners ? You will find all the answers to those question in the ( program and document d'accopagnement booklets in your schools)
4- the use of the board ( hand writing )
5- Use of visual aids or what is called nowadays VAKT + Pronunciation
6- Cahier de formation ( meetings and seminars )
7- Coordination
8- Take care about the advice that your inspector gives you during meetings and seminars and also he or she must pay you a visit before the CAPEM and he or she will make a report , so you have to take into account the remarks of that report .
9- During the debate use the "cahier de formation " and report all the remarks that the commission will make . Try if possible to answer and express yourself without influencing the members of the commission or the inspector
10- You will be asked questions about legislation like ( if you can join me by email I will send you a book about that at : yellowdaffodil66 at gmail dot com)
Those are some pieces of advice that teachers should take into account not only for their CAPEMS but in their daily work

Happy New Year Moharam
Good Luck

[bounab samir]

Salam
Concerning planning tests and exams , I advise my colleagues to use the BEM guide October 2007 ( the latest one which deals with the typology of the BEM tasks )
The Guide is not only for the MS4 level , but for all the Middle School levels , teachers must use it from the first test of the MS1 level , because it contains a great amount of tasks and texts , so if teachers wait till the MS4 level to tackle it , the learners will not be able to perform well at their final Brevet exam :
Teachers must ask about it in their schools , it is called :
دليل بنآ مواضيع شهادة التعليم المتوسط آكتوبر 2008
and here a sample:

https://www.4shared.com/document/diOi...october_.html?

Now conerning how to plan tests and exams according to that Guide and the recommendations that teachers should follow
Here is an important Topic which deals with the Way of Planning Tests and Exams since we'll soon deal with the First Term's Exams
I wanted to tackle this point to help the teachers plan their tests and exams and share our works for the sake of our learners
Testing :
1) Format BEM exam paper . < Text + 6 activities + Written Expression>
2)******* :
• Read the text then do the following activities ( must appear below the text- Compulsory)
• Part One : < 14 points>
• A/ Reading Comprehension (7points)
• B / Mastery of ******** ( 7 points)
• Part Two : Written Expression < Integrated Situation/ problem solving > ( 6 points)

3)Principles of Testing :
1. Format :
- Text < normal length >
Part 1 [ 6 activities]
Part 2 ( written Expression ) – Situation of Integration-

2. Scoring scales ⇒ Part 1 : Reading comprehension = 7 points
Mastery of ******** = 7 points

Part 2 : Written Expression = 6 points
4. Text :
- Authentic - meaningful
- Source ( No Text from Students’ books)
- Length < 12 to 15 lines > {Leave 1cm of margin from the left side & 1cm of margin from the right side }
- Neutral ( not hurting – ethnic – religious ……)
- Mistake free
- Clear ( not ambiguous )
- Interesting & motivating
- If adapted it must be coherent should not lose its meaning.
- Topic should not be remote from what you do in the syllabus < as close as you treat in the fourth level>

5. Activities :
I. Reading Comprehension:

- Clear and precise .
- Familiar to students .
- Related to what has been taught.
- Graded in difficulties .
- Conform to the BEM guide October 2007
- Coherent
- All the activities should lead to the written expression <integrated situation>
- No < reference questions > ( when – what – why –where……)
- Yes / No – True /false – table filling ….
- Auxiliary questions Task : for example, students are expected to give positive answer so they may manifest that as follows:
- Yes .
- Yes he did.
- Repeats the sentence.
- He did
- Do not test the same item twice
- True / False (the words in the Task must not appear in the text)
- Questions cover all the text.

Here at this stage : "Work on the ideas Not on the words"

- Lexis : 4 words in all the text
- The words spread all over the whole text.
- The words given must have at least “4” possible answers for each word.
- The words given in lexis should be re-invested “likely” in the written Expression”

B) Mastery of ********: All the activities should prepare students for the situation of integration

I. Activity 1 : Mechanic ( word formation / punctuation ….)
II. Activity 2 : Syntax
Not forbidden to give “2” activities of Syntax

III. Activity 3 : Pronunciation ( No silent letters task)

Part Two: Written Expression (situation of Integration)
- It must be:
1. Related Topically to the text .
2. Not taken from the text
3. Well worded
4. Well written
5. Contains “ topic – task – person addressed to”
6. Hints : must not be
- questions .
- nouns
- verbs
- prepositions

Example(hints): - Place ( abroad / Algeria….
- Time ( holidays…
- Stay ( how long / hotels…..)

7. The instruction must be : “ Write about :” ⇒No “ Use these hints”

8. Students are free to Not use the given hints

9. The ( corriger) must be conform to the BEM one.

10. Here is the way how to evaluate the "written expression" ( it should be tackled in class by the teachers in their daily works in order to make our learners believe that they can score at this Task"

for any inquiries or comment you are welcome.

Here is the link for "how to evaluate the written expression"

https://www.4shared.com/document/Qz4a...ntegrated.html



good luck

[bounab samir]

Salam

Here is test 2 of the MS 4 level

the test aims at testing:


1- junk food and its problems
2- correcting all kinds of mistakes
3- re-writing into the negative form
4- pronunciation " silent letters"
5- situation of integration writing healthy menu advising a friend suffering from obesity
Good Luck


By Mr.Samir Bounab

Here you are the links

https://fr.scribd.com/doc/288956260/...food-2015-2016

https://fr.slideshare.net/daffodil66/...food-2015-2016


Good Luck

[bounab samir]

Introducing tutorial classes (TD) In Middle school
( circulaire ministerielle N° 1313 du 30/06/2013)

The tutorial classes : What is it? Why ? when? For whom? How? How often? For whom? Where?
TD Tutorial means . TD is a teaching method that allows pupils to apply theoretical knowledge in the form of exercises. It usually take place in small numbers to facilitate the teacher's help .

Rational of TDs in Middle school
Activities in TDs:
- Shows an extra value to learning operation
- Aims at improving the quality of learning
- It’s a mean and another path to “ reinforce – deeper and last the learning operation .
- It’ new occasion for the leaner to acquire new learning strategies.
- Promotes healthy environment for individual teaching and learning according to each learner needs and put into action a pedagogy of differentiation
- Develops motivation and reflexion of the learners
- it’s a chance to take part in dialogues and take part in active exchanges
- T he Role of the teacher:
Prepares and organizes the progress of the TD activities. The teacher conceives them using situations that interest every leaner.
Gives opportunity to his or her learners to interact and work in homogeneous small groups.
Emphasizes on the strong points of the learners and weak ones that prevents them from progressing.
Equips the learners with methodological strategies in their work.
Evaluates in continuous way the progress of the learners as well as the degree of their participation and contribution during each TD
Evaluate the procedure used
To remember : In TDs we have to avoid :
Spend the time copying.
Marking TD
Re-teach or spend too much time making review
Answer the learners one by one
Don’t give enough time for relfexion for the learners.
The principles of TD :
1. conform to the exit profil
2. complexity
3. integration
4. innovating ( expoiting TIC materials)
5. differenciation
6. grading and progressing ( planning from easy to difficult)
7. motivating (inciting to a collaborative work and make the learners more active)
8. evaluation : establish a reflection about the teacher and learners’ works.

RATIONALE FOR GROUP WORK IN ENGLISH COURSES (by Madam Ouzna Mekaoui)

The main objective of learning a foreign ******** is to enable students to develop a communicative competency in the target ********.
The students’ feedbacks at both national and local exams, for the last years, reveal that there is a need to improve students’ performance.
In addition, there is an urgent need to increase the students’ engagement and achievement in English .Group work, half of the class, is meant to provide an opportunity to improve learners’ performances.
A weekly group session will enable to adapt the learning process to students’ needs.

Group work therefore will allow to reinforce ******** practice. Learners will have the necessary support so that their outcomes match the curriculum expectations. The teacher will plan******** skills and knowledge oriented activities that take into consideration Individualised Instruction .

In a group work class learners can develop their skills independently. They take responsibility in small group tasks. They work collaboratively and develop a positive attitude to learning.

-They can have a constructive, immediate and targeted feedback on their own progress.
They can also acquire and practise the learning strategies they need to interact with peers.
-They can take part actively in their project work , with the support of their teacher
- They can develop their own tools to organise their work.
- They can have significant amount of speaking time which implies a more active role in the learning process and a positive feeling to learning a foreign ********

Suggested types for grouping students :

Type one :Mixed ability groups
Mixed ability grouping enables learners to cope with real life working context , where people of different abilities work together. It has , therefore the advantage of a social inclusion and equal opportunities2
-It is necessary to have a balanced number of different levels in each group
- The weaker learners will have more practice
- It enables teachers to engage the talented ones to support the weaker classmates once he/she has finished the assigned task.
- It enables to foster the development of co-operative skills

Type two:setting according to achievements:
This kind of grouping requires a diagnostic test. For the time being it will comply to the national exam type in English, the current written test. The shortcoming of such diagnostic test is that it is not really accountable for being organized after a long summer holiday .It is based on academic achievement only. It would be better to take into account teachers evaluations of previous learners’ attainment of the last school year, in foreign ********s.
The advantage of such grouping is that it enables the teacher to organise the courses and plan activities according to learners’ needs. It enables to raise learner achievement, better scores in tests .It also allows students to gain confidence and take risks, in terms of attitude to learning : being in nearly similar attainment category prevents inhibition and negativefeeling due to pressure of brighter students Finally it can lessen behaviour problems.

Group work objectives throughout the middle school cycle:
Four aspects are to be considered to plan a group work syllabus
Communicative competency and interaction
******** skills
Learning strategies
Social skills ( personal and interpersonal)

Typology of tasks and activities
Product and process oriented tasks:
Meaningful and manipulative ******** activities
Project work
Role play and simulations
Survey/ questionnaire
Interview
Listing /categorizing
Information gap
Cloze test/gap filling
Matching/ jigsaw
Problem solving activities
* Games
Selecting material
Songs
Story telling
Information transfer
Transformation
Presentation of a group work/ poster .

Here is the a sample of TD lesson plan:

https://fr.scribd.com/doc/275835853/Td-Lesson-Plan

Thank You.

By Mr.Samir Bounab ( Teacher Trainer at MONE)

[bounab samir]

2nd Generation SYllabus


https://www.djelfa.info/vb/showthread.php?t=1899166

[bounab samir]

The accompaning document

https://www.djelfa.info/vb/showthread.php?t=1899169